Influences on the implementation of Mini-CEX and DOPS for postgraduate medical trainees' learning: A grounded theory study
Influences on the implementation of Mini-CEX and DOPS for postgraduate medical trainees' learning: A grounded theory study
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DOI：
10.1080/0142159x.2018.1497784
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发表时间：
2019-04-03
期刊：
影响因子：
4.7
通讯作者：
Huwendiek, Soren
中科院分区：
文献类型：
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作者：
Lorwald, Andrea C.;Lahner, Felicitas-Maria;Huwendiek, Soren
简介：为了使微型临床评估练习（Mini-CEX）和程序技能直接观察（DOPS）对受训者的学习产生积极影响，实施这些工具的方式至关重要。然而，有许多因素影响其执行。在这项研究中，我们的目标是开发一个综合模型，这些因素。方法：使用建构主义扎根理论的方法，我们进行了八个焦点小组。参与者是来自三个不同专业的研究生学员和主管;所有人都有Mini-CEX和/或DOPS的经验。数据进行了分析，反复出现的主题，基本概念和它们的相互作用，使用不断的比较。结果如下：我们开发了一个模型，展示了Mini-CEX和DOPS在学员学习中的实施如何受到与四个类别有关的13个因素的影响：组织文化（例如教学和反馈的价值），工作结构（例如Mini-CEX和DOPS的时间，教师发展），仪器（例如评估的内容）和使用者（例如学员和主管之间的关系）以及他们之间的互动。结论：我们开发了一个复杂的模型，涉及四个类别的影响因素。考虑这一模式可能有助于成功实施和学员学习Mini-CEX和DOPS。
Introduction: In order for Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) to actually have a positive effect on trainees' learning, the way in which the tools are implemented is of key importance. However, there are many factors influencing their implementation. In this study, we aim to develop a comprehensive model of such factors. Methods: Using a constructivist grounded theory approach, we performed eight focus groups. Participants were postgraduate trainees and supervisors from three different specialties; all were experienced with Mini-CEX and/or DOPS. Data were analyzed for recurring themes, underlying concepts and their interactions using constant comparison. Results: We developed a model demonstrating how the implementation of Mini-CEX and DOPS for trainees' learning is influenced by 13 factors relating to four categories: organizational culture (e.g. value of teaching and feedback), work structure (e.g. time for Mini-CEX and DOPS, faculty development), instruments (e.g. content of assessment), and users (e.g. relationship between trainees and supervisors), and their interaction. Conclusions: We developed a complex model of influencing factors relating to four categories. Consideration of this model might support successful implementation and trainees' learning with Mini-CEX and DOPS.